The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: v Person who first approached the other partner. v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. v Where (location within the school) the first collaborative conversation took place.
One of these is missing from the scenario.
Two of these are missing from the scenario.
All three of these are missing from the scenario.
Instructional Goals and Standards
The scenario includes: v Grade level. v Content area(s). v Initial goal(s). v Initial objective(s).
One of these is missing from the scenario.
Two of these are missing from the scenario.
Three or more of these are missing from the scenario.
Plus - Answer each of these items here on the rubric.
A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443:A link has been added here to the schedule for completion of A.4.2, which is posted on the scenario and collaborative planning page: [[file/view/Collaborative Lesson Schedule.docx|Collaborative Lesson Schedule.docx]]
A planning form selected (provide link to a wiki page with your blank or partially completed form):The collaborative planning form is included on the scenario and collaborative planning page. Here is the link: Scenario and collaborative planning form
Strengths brought to the partnership and this lesson/unit by Person A: Lisa BrackenSquires- experience teaching grades 1-2 science, self-starter, competent writer, time management, communication
Strengths brought to the partnership and this lesson/unit by Person B: Jennifer Ramirez- experience teaching preschool children, attention to detail, knowledge of TEKS, organization, communication
How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration: For an actual lesson, the principal and assistant principals would be notified about the collaborative effort in order to schedule use of the multipurpose room, so that students would be able to rehearse and then film their projects. Invitations to watch the presentation would be created by the students and sent to the administrative staff and the other first grade classrooms.
The instructor has been given access to the scenario and collaborative planning page which includes a timetable of tasks to be completed (yes) Note: Answer each of these questions here on the rubric.
Total from Scenario Rubric (25 points possible):
|| || Part 2: Rubric A.3.3 - Benchmark – Collaborative Planning Form
SLIS Students’ Names: Lisa BrackenSquires and Jennifer Ramirez
The collaborative planning form includes: v Content-area standards – including a reading comprehension standard. v Content-area objectives. v AASL standard(s) and strand(s) (S4L). v S4L objectives (indicators). See below.
One of these is missing from the planning form.
Two of these are missing from the planning form.
Three or more of these are missing from the planning form.
Assessment Tool(s)
The collaborative planning form includes: v At least one graphic organizer. v Self-assessment rubric for students. v Assessment rubric for educators. (This can be the same but MUST be noted as such.) v Responsibilities for assessment.
One of these is missing from the planning form.
Two of these are missing from the planning form.
All three of these are missing from the planning form.
Note: Content-area standards and objectives MUST come from a district or state curriculum standards.
This is how to present the AASL Standards: Standard/Strand/Indicator Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning. 5 Additional Points: Each of these is listed or described on the planning form (one point each):
Relevance to students’ lives (Why should students learn this? Why will they care?):
Responsibilities for gathering or creating resources:
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Technology tools integration (or explanation of why technology is not part of the lesson/unit):
Materials (consumables such as graphic organizers, notemaking tools, art supplies)
Assessing and Turning in Your Work: v Use the rubric to self-assess your work. v One partner will submit the rubric with the top portions completed for both Part 1 and Part 2. v The other partner will submit the URL to the scenario and the completed collaborative planning FORM on your wiki.
Total from Collaborative Planning Form Rubric (25 points possible):
SLIS Students’ Names: Lisa BrackenSquires and Jennifer Ramirez
Scenario Wiki URL: http://lisabrackensquires.wikispaces.com/scenario+and+collaborative+planning+form
v Person who first approached the other partner.
v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
v Where (location within the school) the first collaborative conversation took place.
v Grade level.
v Content area(s).
v Initial goal(s).
v Initial objective(s).
The instructor has been given access to the scenario and collaborative planning page which includes a timetable of tasks to be completed (yes)
Note: Answer each of these questions here on the rubric.
Total from Scenario Rubric (25 points possible):
|| ||
Part 2: Rubric A.3.3 - Benchmark – Collaborative Planning Form
SLIS Students’ Names: Lisa BrackenSquires and Jennifer Ramirez
Collaborative Planning Form Wiki URL: http://lisabrackensquires.wikispaces.com
And Objectives
v Content-area standards – including a reading comprehension standard.
v Content-area objectives.
v AASL standard(s) and strand(s) (S4L).
v S4L objectives (indicators).
See below.
v At least one graphic organizer.
v Self-assessment rubric for students.
v Assessment rubric for educators. (This can be the same but MUST be noted as such.)
v Responsibilities for assessment.
This is how to present the AASL Standards: Standard/Strand/Indicator
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning.
5 Additional Points: Each of these is listed or described on the planning form (one point each):
Assessing and Turning in Your Work:
v Use the rubric to self-assess your work.
v One partner will submit the rubric with the top portions completed for both Part 1 and Part 2.
v The other partner will submit the URL to the scenario and the completed collaborative planning FORM on your wiki.
Total from Collaborative Planning Form Rubric (25 points possible):
Total for Parts 1 and 2 (50 points possible): __
Comments (from Dr. M.):